What's Required Each public agency must conduct a full and individual initial evaluation before the initial provision of special education and related services to a child with a disability 34 CFR 300.301(a). The initial evaluation must be conducted within 60 days of receiving parental consent for the evaluation. The purpose of the evaluation is to determine if the child is a child with a disability recognizedunder the Individuals with Disabilites Education Act and to determine the educational needs of the child 34 CFR 300.301(c)(2)
Districts shall implement assessment procedures which differentiate between language proficiency and handicapping conditions and shall establish placement procedures which ensure that placement in a bilingual education or English as a second language program is not refused solely because the student has a disability 19 TAC 89.1230. A professional member of the language proficiency assessment committee shall serve on the admission, review, and dismissal (ARD) committee of each limited English proficient student who qualifies for services in the special education program.
What We Do The regular referral process applies to all students who are experiencing difficulty in the regular classroom with additional information being necessary for English Lanaguage Learners (ELL) students. The additional referral information gathered should include:
Current Language Proficiency Assessment Committee (LPAC) reports (within one year)
A copy of the Home Language Survey and current information about language use in the home
History of language exposure and use, language proficiency testing (e.g., Individual Proficiency Test (IPT), Language Assessment Scale (LAS), California Achievement Test (CAT), etc.)
Information about culture and home life
Information about educational history, attendance records, vision/hearing, placement, both foreign and local (e.g., special education, bilingual education, English as a Second Language (ESL), etc.), current and previous educational interventions including IAT interventions and recommendations (e.g., peer tutoring, modifications, therapy, scientific research based instruction, etc.), and current and previous language of instruction
Standardized test results including: Stanford/Aprenda, Texas Assessment of Knowledge and Skills (TAKS), Texas English Language Proficiency Assessment System (TELPAS), Texas Oral Proficiency (TOP), Tejas Lee, etc.
When considering the data gathered, the Intervention Assistance Team (IAT) should discuss alternatives and not limit itself to the referral for a special education evaluation and/or instructional modifications. The IAT must assure that the basis of the referral is not due to environmental, cultural, or economic factors, nor the result of a lack of educational opportunity or language difference.
Relation of LPAC to the ARD/IEP Committee
The referral process as outlined in the Child Study, Special Education, and Multilingual Department guidelines must be followed when any ELL student is referred for special education.The time between the initial referral and possible testing for subsequent eligibility for special education services will vary from student to student depending on the decision of the Referral Committee. For those ELL students being considered for placement in special education, Section 77.357 of the Texas Education Code requires schools to ensure that each campus LPAC Committee coordinates with the campus ARD/IEP Committee in determining an appropriate placement of ELL students with disabilities.Of critical concern is the individual student whose educational needs may be the jurisdiction of both committees. A professional member of the LPAC Committee must participate in the initial and annual ARD/IEP committee meetings when the ARD/IEP Committee reviews ELL students. The LPAC representative must be familiar with the student’s instructional needs. A preconference meeting prior to the ARD/IEP Committee meeting is encouraged. The signature page of the ARD/IEP forms must clearly indicate (with signature and title) participation of the LPAC member.
What's Required
Each public agency must conduct a full and individual initial evaluation before the initial provision of special education and related services to a child with a disability 34 CFR 300.301(a). The initial evaluation must be conducted within 60 days of receiving parental consent for the evaluation. The purpose of the evaluation is to determine if the child is a child with a disability recognizedunder the Individuals with Disabilites Education Act and to determine the educational needs of the child 34 CFR 300.301(c)(2)
Districts shall implement assessment procedures which differentiate between language proficiency and handicapping conditions and shall establish placement procedures which ensure that placement in a bilingual education or English as a second language program is not refused solely because the student has a disability 19 TAC 89.1230. A professional member of the language proficiency assessment committee shall serve on the admission, review, and dismissal (ARD) committee of each limited English proficient student who qualifies for services in the special education program.
What We Do
The regular referral process applies to all students who are experiencing difficulty in the regular classroom with additional information being necessary for English Lanaguage Learners (ELL) students.
The additional referral information gathered should include:
When considering the data gathered, the Intervention Assistance Team (IAT) should discuss alternatives and not limit itself to the referral for a special education evaluation and/or instructional modifications. The IAT must assure that the basis of the referral is not due to environmental, cultural, or economic factors, nor the result of a lack of educational opportunity or language difference.
Relation of LPAC to the ARD/IEP Committee
The referral process as outlined in the Child Study, Special Education, and Multilingual Department guidelines must be followed when any ELL student is referred for special education.The time between the initial referral and possible testing for subsequent eligibility for special education services will vary from student to student depending on the decision of the Referral Committee. For those ELL students being considered for placement in special education, Section 77.357 of the Texas Education Code requires schools to ensure that each campus LPAC Committee coordinates with the campus ARD/IEP Committee in determining an appropriate placement of ELL students with disabilities.Of critical concern is the individual student whose educational needs may be the jurisdiction of both committees. A professional member of the LPAC Committee must participate in the initial and annual ARD/IEP committee meetings when the ARD/IEP Committee reviews ELL students. The LPAC representative must be familiar with the student’s instructional needs. A preconference meeting prior to the ARD/IEP Committee meeting is encouraged. The signature page of the ARD/IEP forms must clearly indicate (with signature and title) participation of the LPAC member.FORMS